This study assesses whether or not there is a significant difference in school climate, as reported by students' affective attitudes, toward curriculum and instruction for a cohort from one academic year to the next when intervention programs have been introduced. In the fall of 1989, the Program of Research and Evaluation for Public Schools Education Outcomes Measures research team (four Mississippi school districts) began a longitudinal study on improving school climate. The Minnesota School Attitude Survey, which assesses students' perceptions of their school experiences, was administered to students in the fourth grade during the 1989-90 school year and to students in the fifth grade in the 1990-91 school year. Since only the Hinds County Public Schools (HCPS) continued the longitudinal study, this paper compares data for 2 years for 6 schools in this district. Frequencies, means, and standard deviations were computed. The results indicate significant differences in students' attitudes affecting school climate. Students' responses to questions about curriculum and instruction, in terms of important and pleasant, indicate significant differences in subscale scores after implementation of intervention programs for 1 academic year. The HCPS hired school counselors for each school, whose programs focused on students' positive self-esteem. Principals and teachers reported more student involvement, improved student attitudes, and improved school climate. (RLC)